现在分词作状语公开课课件ppt.ppt

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1、在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Lead-inWhen I was young Id listen to the radio,waiting for my favorite songs.Looking back on how it was in years gone by and the good times that I had makes today seem rather sad.在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确When I was yo

2、ung Id listen to the radio,waiting for my favorite songs.Looking back on how it was in years gone by and the good times that I had makes today seem rather sad.在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 Present participle used as adverbial现在分词作状语现在分词作状语在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的

3、梯度，由浅入深，所提出的问题也很明确Learning aimsBy the end of the class,we are able to master different kinds of adverbials(状语)that present participle（现在分词）can express.to learn some difficult points about present participle used as adverbial.在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确分词作状语让步原因条件结果时间伴随方式在整

4、堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Self-studyGame:Guess who(what)they are according to the information,and try to find out what kind of adverbial the present participle used as?在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Examples:Q1:He is a Japanese cartoon figure.Both of

5、his parents died,leaving him alone in the world.结果状语结果状语在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Q2:He is a man once was popular on the Internet.The poor man sat by the road,begging.伴随状语伴随状语在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Q3:Having been Having been in love with her

6、 for many years,Zhang Jie is married with her.Who is she?原因状语原因状语在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Q4:Preparing fully,he may catch a sheep.But at last,he still failed because of the sheeps intelligence.条件状语条件状语在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确思考：观察下面两个句子，可以用状

7、语从句改写吗？思考：观察下面两个句子，可以用状语从句改写吗？Having been Having been in love with her for many years,Zhang Jie is married with her.（原因状语）Preparing Preparing fully,he may catch a sheep.（条件状语）Guidance and Exploration 1:现在分词作状语与状语从句互换现在分词作状语与状语从句互换Because Zhang Jie has been in love with her for many years,he is marri

8、ed with her.If he prepares fully,he may catch a sheep.1在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 如：Hearing the bad news,they couldnt help crying.(_ 状语)=_ they heard the bad news,they couldnt help crying.1.Using your head,you will find a way.(_ 状语状语)=_ you use your head,you will find a w

9、ay.2.Being punished by the teacher,the boy was angry.(_ 状语状语)=_ the boy was punished by the teacher,he was angry.3.Having been praised for his job,Tom worked harder.(_状语）状语）Practice:判断下列现在分词作哪种状语，并把其改为状语从句4.Having received his letter,I decided to write back.(_ 状语状语)=_ I received his letter,I decided

10、 to write back.时间时间When=_ Tom has been praised for his job,he worked harder.条件条件原因原因原因原因时间时间IfBecauseBecauseAfter在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确被被 动动主主 动动语态doingdoinghaving donehaving donebeing donebeing donehaving been donehaving been done Guidance and Exploration 2:现在分词作状语存在

11、现在分词作状语存在时态时态和和语态语态变化变化2在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确1.There was a terrible noise _the sudden burst of light.A.followed B.following C.to be followed D.being followed现在分词的一般形式：现在分词的一般形式：现在分词的动作和现在分词的动作和谓语动词的动作几乎同时发生用谓语动词的动作几乎同时发生用doing，被被动式动式having done _ such heavy pollution

12、 already,it may now be too late to clean up the river.A.Having suffered B.Suffering C.To suffer D.Suffered现在分词的完成式：现在分词的完成式：当分词当分词的动作先于谓语动词的动的动作先于谓语动词的动作发生用分词的完成式：作发生用分词的完成式：having done,被动是被动是having been done在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 _the piano,someone suddenly knocked a

13、t the door.A.Playing B.When I was playing C.Repairing D.Examining思考：为什么这题不能选思考：为什么这题不能选A，C,D？在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确判断下列句子的正误：.Hearing the news,tears ran down her face.Looking out through the window,the garden was beautiful.Hearing the news,she cried.Looking out throug

14、h the window,I found the garden was beautiful.Guidance and Exploration 3:1)现在分词作状语时，其逻辑主语必须与主句中主语一致现在分词作状语时，其逻辑主语必须与主句中主语一致.HearingHearingLookingtearssheLookingthe gardenI在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 permitting,well do another two exercises.如果时间允许，我们将做另两个练习。如果时间允许，我们将做另两个练习

15、。Guidance and Exploration 3:1)现在分词作状语时，其逻辑主语必须与主句中主语一致现在分词作状语时，其逻辑主语必须与主句中主语一致.2)否则分词必须有自己的主语。这种带主语的分词结构叫做否则分词必须有自己的主语。这种带主语的分词结构叫做分词的独立结构分词的独立结构。在句中作状语，表示时间、原因、条件等。在句中作状语，表示时间、原因、条件等。Time在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 _Sunday,I shall have a quiet day at home.A.Being B.It is

16、C.There being D.It being在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确现在分词作状语现在分词作状语状语从句状语从句语态语态时态时态逻辑主语逻辑主语Summary在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确“What a beautiful garden it is!”said the girl,_out of the window.A.looking B.having lookedC.to look D.looked_a long way,Bob

17、 began to feel tiredA.Walking B.Having walkedC.To walk D.walkedConsolidation在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 Faced with a bill for$10，000，_.A.John has taken an extra jobB.the boss has given John an extra jobC.an extra job has been takenD.an extra job has been given to John Whil

18、e watching television，_.A.the door bell rang B.the doorbell ringsC.we heard the doorbell ring D.we heard the doorbell rings在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 _ a reply,he decided to write again.A.Not receiving B.Receiving not C.Not having received D.Having not received分词的否定直接在分词前

19、面加not在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Story-telling 在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 One day _(walk)in the street,Ampere thought of a problem.He decided to work it out.But he had no paper with him.Suddenly he saw a cart in front of him.He began to work on t

20、he problem on the back of the cart._(absorb)in the problem,he didnt notice the cart moved.Then it moved faster and faster._(see)that he couldnt keep up it,he stopped,_(say)to himself,“Ive never seen a _(move)blackboard.”walkingAbsorbedSeeingsayingmoving在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确AssignmentWrite a short story with V-ing form used as adverbial.在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确Working hard,you will be successful!